We would like to wish our staff, parents and pupils a restful and fulfilling summer break. We especially wish our year 6s the very best with their future studies. We have been so proud of you all.



🖼 🎨 Year 5 art mastery outcomes!


We hosted a hugely successful summer fete today! A HUGE thanks to our amazing PTA who made it happen!


We have made some superb alarming vehicles, with some of our students explaining their learning.


We are committed to giving each and every child in our care an opportunity to take part in sport


🇬🇧 As part of building well-rounded citizens, who have British Values at the heart of what they do; the value of democracy was enacted today. The children had a REAL polling booth in the hall, where we cast our votes onto ballot paper. The children have had their votes counted…!


Last week Year 1 created their own weaving inspired by our artist, Anni Albers. They worked hard in small groups to weaving using ribbon and a fabric loom.


Today, Year 5 were practising their mandarin characters. Zuò dé hǎo!


Giant swing!


Our children taking the leap of faith!


Stay tuned for updates on buggy building, 3D swing and the leap of faith!


We have packed our belongings and had a delicious breakfast!


Now for some archery! 🎯


‘High Equilibrium’


Bushcraft and firelighting






Year 6 have finished their breakfast and are ready for a day of Aeroball, orienteering, archery and bushcraft fire lighting! Keep an eye on this page for more photo updates

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office















SEN & Disabilities

Please contact the School Office if you have any queries about SEN, on 020 8650 5246 or   Mrs Baltanas Nunez (Admin Assistant) will pass on your query, either to the class teacher, our Inclusion Lead (Nathalie Snelgrove), or Mrs Catley (Head of Academy).


School Local Offer

All Bromley Schools are committed to and adopt a similar approach to meeting the needs of all pupils including those with special educational needs. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.  


Harris Primary Academy Beckenham Green

Meeting the Needs of Pupils with Special Educational Needs and Disabilities

The School Offer

Harris Primary Academy Beckenham Green is an inclusive school and may offer the following range of provision to support children with communication and interaction, cognition and learning difficulties, social, mental and emotional health problems or sensory or physical needs.

The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners and should not be seen in isolation. This document has been co-produced after consultation with key stake holders including: pupils, parents/carers, staff and governors.

Information and Guidance:

Who should I contact to discuss the concerns or needs of my child?

Class teacher







Special Educational Needs Coordinator  (SENCO)

Mrs Nathalie Snelgrove







Head of Academy 

Mrs Emma Catley



SEN Governor:

Dr Alison John


He / she is responsible for:

Adapting and refining the curriculum to respond to strengths and needs of all pupils. Checking on the progress of your child and identifying, planning and delivery of any additional support.

Contributing to devising personalised learning plans to prioritise and focus on the next steps required for your child to improve learning.

Applying the school’s SEN policy.

If you have concerns about your child you should speak to your child’s class teacher first. You may then be directed to the SENCO.

She is responsible for

  • Coordinating provision for children with SEN and developing the school’s SEN policy
  • Ensuring that parents are:
    • Involved in supporting their child’s learning and access
    • Kept informed about the range and level of support offered to their child
    • Included in reviewing how their child is doing
    • Consulted about planning successful movement (transition) to a new class or school
    • Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties
    • Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of needs.

She is responsible for:

  • The day to day management of all aspects of the school, including the provision made for pupils with SEN


She is responsible for:

  • Supporting school to evaluate and develop quality and impact of provision for pupils with SEN across the school.


Assessment, Planning and Review:

How can I find out about how well my child is doing?

Ongoing monitoring takes place by class teachers, to identify pupils who are not making progress or who have behavioural and emotional needs which may be affecting their ability to engage in learning activities.

After discussions with key staff and parents, additional support will be put into place to provide enhanced resources and targeted small group and / or individual support to help overcome any difficulties.  The views of the pupil or young person about their support will be given consideration at this stage.

This additional support is documented in a class provision map or Pupil Support Agreement or behaviour support plan. In consultation with the SENCO and parents, short term targets are agreed which prioritise key areas of learning or behaviour to address and by which progress can be measured. Where external agencies are involved, their advice and recommendations are included in these support programmes. Actions agreed take into account each pupil’s strengths as well as their difficulties.

In some cases teaching assistant support may be allocated. This support is deployed to ensure your child can engage in lessons and wider school activities, to facilitate independent learning.

Formal review meetings are held as required.  Parents, relevant external agencies and when appropriate, pupils are invited to this review and their contribution is valued. The impact of support is considered along with the progress towards targets set. Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies. The outcomes of these meetings will be formally recorded.

If your child is continuing to have significant difficulties, further external expertise may be requested. Additional funding is available for children who meet the criteria. This can be accessed using the Local Authority process and the guidance in the Banded Funding Criteria. Where this is agreed, a Pupil Resource Agreement will be drawn up and implemented with the school’s Educational Psychologist and other professionals where appropriate.  Further details about this process will be explained in the LA Local Offer.

Tests and Examinations: Access Arrangements

For some pupils additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe or word processor. The SENCO will inform you about eligibility and applications for these arrangements. Only tests and assessors authorised by the school can be accepted for access arrangements for public examinations.


Curriculum and Teaching Methods (including groupings and interventions):

How will teaching be adapted to meet the needs of my child?

Teachers are expected to adapt teaching to meet the diverse range of needs in each class. Daily planning takes into account individual pupil’s needs and requirements. Differentiation is approached in a range of ways to support access and ensure that all pupils can experience success and challenge in their learning.

Grouping arrangements are organised flexibly with opportunities for both ability and mixed setting to maximise learning opportunities for all.

Additional adults are used flexibly to help groups and individual pupils with a long term goal of developing independent learning skills. Monitoring takes place to avoid pupils becoming over reliant and dependent on this adult support.





Access to learning and the curriculum


Access to  learning support staff

  • In class support focus group in Literacy/Numeracy-as identified via Pupil Progress Review Meetings
  • Small group support in reading/writing/numeracy-as identified via Pupil Progress Review Meetings
  • Individual support for currently statemented pupils or those requiring access to higher level funding (EHCP/PRA’s)


 Strategies/programmes to support speech and language

  • Speech Therapist input directly into school fortnightly
  • Teaching Assistants working alongside speech therapist to deliver follow up sessions
  • Speech link- Reception
  • Talk boost programme-Year 1
  • Use of visual cues
  • Repetitive teaching of new concepts and chance to practice new skills
  • Use of a variety of different ways for pupils to respond in class other than oral responses to show their thinking
  • Give cues/gesture/re phrase if instruction or concept is not understood
  • Extend vocabulary through categorising
  • Key words explained and clarified, use of pre teaching of vocabulary may be used
  • Use mind mapping to show how vocabulary links together
  • Speech, Language and Communication checklists and screeners used to monitor development of skills

 Strategies to support/develop literacy (Including pupils with SPLD and moderate learning difficulties)

  • Writing frames
  • Key vocabulary lists
  • Visual cues and stimulus
  • Speaking and listening activities used across the curriculum
  • Build on and consolidate understanding of basic concepts
  • Short achievable tasks using a small steps approach
  • 1:1 Reading
  • Phonics Interventions
  • Writing intervention
  • Coloured reading overlays
  • Reading rulers
  • Sound buttons
  • Parental work shops


Strategies to support/develop numeracy

  • Access to a range of concrete apparatus
  • Use of equipment such as Base 10
  • Build on and consolidate understanding of concepts
  • Short achievable tasks using a small steps approach
  • Maths intervention groups
  • Dynamo maths for identified children
  • Mathletics computer programme for home/school learning
  • Clear strategies for the 4 operations across the school
  • Use of practical and real life examples


Provision to facilitate/support access to the curriculum

  • Multi-sensory approaches
  • Talk frames
  • Variety of recording methods
  • Develop Memory skills-visualising, oral rehearsal and chunking
  • Use of short simple instructions and chunking information
  • Use of ICT


Strategies/support to develop independent learning

  • Use of visual timetables in every class (individual as required)
  • Oral rehearsal of instructions
  • Use of task organisers/tasks broken down
  • Talk partners
  • Visually given choices
  • Use of simple language and being clear and consistent
  • Clear expectations
  • Repeat instructions back to themselves/partner
  • Classrooms are set up and organised to facilitate pupils independence
  • Clear classroom routines in place
  • Group work/Team work to support a collaborative ethos
  • Mentoring by teaching and support staff


Pastoral Support


Strategies to support the development of pupils’ social skills and enhance self-esteem

  • Social Skills groups
  • Fun club at lunchtimes-staffed by a T.A., structured games within a small group environment
  • Lunch time clubs
  • Use of social stories
  • Access to specialist advice from the Social Eyes outreach service (Social, Communication Difficulties) as required
  • Peer mentoring programme
  • Emotional literacy programme
  • Friendship week
  • Regular ‘celebration of success’ opportunities-star of the day, best assembly  


The school refers children and families who are experiencing emotional stress to Bromley Well-Being.

Mentoring activities

  • Peer mentoring programme
  • Drawing and talking programme for identified children
  • Emotional literacy Support


Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

  • Use of now and next board-EYFS/KS1 as required
  • Photo stories for transitions and clarification of rules and procedures
  • transition support visits and photo stories
  • Small step approach to learning new transitions e.g. assembly
  • Individual work station to be used/accessed (as applicable)
  • Phased entry/reduced timetable to full time education as required
  • Pre warnings for finishing activities
  • Established routines (as far as possible)
  • Awareness of heightened sensory sensitivity
  • Social stories as required
  • Comic strip conversations (as required)
  • Use of sensory box may be deployed
  • Use of weighted objects/equipment
  • Parents able to discuss concerns with child’s class teacher, SENCO or Principal whenever they wish to do so.


Strategies to support / modify behaviour (including for pupils with ASD)

  • Individual behaviour programmes in place as required
  • Whole school approach- Simple rewards and sanctions visually supported
  • Year 6 mentoring programme
  • Peer mentoring
  • Home-School contact book (as required)
  • Use of visual timers and prompts
  • Short release breaks (as applicable and feasible)
  • Keep instructions simple and positive
  • Use of positive language; ‘Catch them being good’
  • Role model expected behaviour
  • Use of wondering aloud-‘ I can see you are… I am wondering if….’
  • Social stories/Comic strip conversations (as required)
  • Behaviour rules and expectations taught and consistently acknowledged and rewarded
  • Gain pupils attention before speaking

For those children who require further intervention referral to Bromley wellbeing and Bromley Children’s project



Support/supervision at unstructured times of the day including personal care

  • T.A.’s trained to support individual medical needs as specified by care plans
  • Training for staff in the management of specific medical needs
  • Systems in place for the administration of medication
  • Care plans for children with medical needs
  • Trained staff supervising at lunch times and break times
  • Fun Club
  • Lunch time clubs
  • Rota of activities for break time and lunch times


Planning, assessment, evaluation and next steps

  • Pupil Progress Review Meetings held half termly between teachers, Inclusion Manager and Principal to review progress and determine key priority groups for intervention in the next half term
  • Termly academic reports
  • Provision maps
  • Support plans for children who have additional needs but don’t have specific targets set from other agencies.



Increasing accessibility  - getting about


Access to strategies/programmes to support occupational /physiotherapy needs

  • Referrals to physiotherapy/occupational therapy as required, with suggested strategies built into class provision maps and utilised
  • Risk/safety assessments carried out and if required reasonable adaptations made to the school environment.
  • Funky fingers activities



Access to modified equipment and ICT

  • Access to particular equipment such as easi-grip scissors, fidget aids, pencil grips, writing slopes, move n sit cushions, sound field hearing system as recommended by specialists (for hearing impaired (HI) pupils)
  • Access to software to enhance literacy and mathematical learning.
  • Adaptations to school site as required to increase accessibility such as  fluorescent edging on edge of steps as required
  • Modified equipment as recommended by specialists
  • Advice taken from Occupational therapy, physiotherapy and sensory support services
  • Specialist equipment as required on an individual basis to access the curriculum.



 The school works with a number of external agencies to seek assessment, advice and support to ensure that the needs of all children are fully understood and met. These include:

  • Educational Psychologist
  • School Nursing team
  • Community Paediatrician
  • Educational Welfare Officer
  • Social and  Communication difficulties outreach Team
  • Behavioural support Bromley Well Being & Bromley Children Project
  • Sensory Support Team
  • Speech and Language
  • Occupational Therapy
  • Physiotherapy
  • Social Care



Access to Medical Interventions

  • T.A.’s trained in Paediatric first aid
  • Teachers have up to date Epipen training
  • Medical care plans written and implemented
  • Staffed first aid area at break and lunch times
  • Staff trained to carry out specialist interventions such as diabetic or asthmatic care as required
  • Physiotherapist comes in to work with ISA’s and pupil as required
  • Referral to school Nurse or Paediatrician as required
  • Referrals to CAMHS via Bromley Well Being


Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports

  • Parents are invited into school for multi-agency or multi-professional meetings as required
  • SENCO available to meet with parents as required
  • Half termly progress reports are sent home for all pupils
  • Pupils on AEN (Additional Educational Needs) register have a copy of their class provision map sent home regularly (at least termly) detailing the support they are getting, the strategies used to support them and associated targets
  • Referral to outside agencies as required
  • Sensory support, educational psychology, speech and language therapy, social communication team attend school regularly to work with specific pupils.




Description of Support


Inclusion Support Service

Educational Psychology Service

Our attached Educational Psychologist is: Sinead Walker






Social Communication Team



SEN Team




Sensory Support Service



Educational Psychologists work with children who are failing to make expected progress and provide advice and strategies to staff to enable child to make better progress.

  • Involvement in a multi professional planning meeting in the Autumn Term to discuss which pupils are a priority for assessment that academic year
  • Referrals and advice given
  • Report written by E.P


  • Referral to ‘Social Eyes’ outreach: Observation of pupils and follow up meeting with parents and teaching staff to discuss strategies and support


  • The SEN Team advise school staff about appropriate teaching and learning strategies/assessments for individual children.


The sensory support service works with children who have hearing or visual impairment.

  • Referral to Sensory support: Observation and testing of identified pupils, recommendations and advice given.



Speech and Language Therapy


Speech and Language therapists work with children who have problems with speaking and/or understanding.




School Nurse



The School Nurse does general health checks on all children- height, weight, hearing, vision tests. They also work with children and their families, who have additional medical needs.  They provide advice to schools about specific medical needs and provide support to write any necessary healthcare plans.




Occupational / physiotherapy

Occupational Therapists and Physiotherapists support children who have movement and coordination difficulties.  They provide advice and recommendations to the school.



Paediatric Services

The School may refer a child to a Paediatrician when there is concern over a child’s overall development or if a child’s learning needs are felt to be due to a possible underlying medical condition.


CAMHS (Child and Adolescent Mental Health Service) via Bromley Well Being

Children can be referred to CAMHS via Bromley Well Being if they are experiencing emotional or behavioural difficulties which are impacting on their school or home life.


Social Care

Through the use of a Common Assessment Framework discussion and form, families can be offered early help and targeted support both at home.


The Information, Advice and Support Service (IASS - formerly Parent Partnership) :

Tel: 01689 881024


The Information, Advice and Support Service (IASS - formerly Parent Partnership)  offers information, advice and support, for parents and carers of

  • children with special educational needs (SEN) or disabilities from birth to 25.
  • young people with SEN or disabilities aged 16-25. 
  • all children (regardless of SEN) on their child's transition from primary school to secondary school.

Contact them for information and advice on:

  • your child's transition from pre-school to primary school and on to secondary school.
  • the secondary schools in your area.
  • how to get your child's special educational needs assessed.
  • statements of Special Educational Needs and Education, Health and Care plans.
  • the Special Educational Needs Code of Practice.
  • your rights, responsibilities, and who you can talk to.
  • how to achieve positive outcomes at meetings and reviews about your child.

what you can do if you are not happy with a decision about your child's education and the options available, including your right of appeal 


Educational Professionals responsible  for children who are looked after:

Executive Principal: Ms Sam French

They oversee and monitor provision for children who are in the care of the Local Authority.

They liaise with school staff to ensure that children who are ‘looked after’ have appropriate learning support and opportunity, devising and monitoring Personal Education Plans to meet each child’s need.


Voluntary agencies

  • Bromley Parent Voice

Tel:  0208 315 4749 Mon/Tues and

0208 776 3170 Wed-Fri 





  • Burgess Autistic Trust

Tel: 020 8464 2897



  • Independent Supporters:

The Government has funded an Independent Support program to provide additional support to parents and young people in relation to the new Education and Health Care (EHC) Plan. In Bromley, this  service is delivered through a Consortium made up of Bromley Mencap, Burgess Autistic Trust, Bromley Parent Voice and Experts by Experience.

Please contact Funke Adeloye on 02084660790 or email at or visit further information

Burgess Autistic Trust is a specialist independent charity who support families with children, young people and adults with a diagnosis of ASD up to the age of 18.






How will the school help my child move to a new class / year group or to a different school?

Children and young people with SEN can become particularly anxious about “moving on” so we seek to support successful transition by:

When moving to another school:

We will contact the School SENCO and share information about special arrangements and support that has been made to help your child achieve their learning goals.

We will ensure that all records are passed on as soon as possible.

When moving classes / forms in school:

Transition meeting for pupils starting in Reception the term before they start, organised by the Pre Schools with all relevant professionals and parents involved with the child invited.

Visit to new class and a taster sessions with their new teacher.

For identified pupils requiring additional support a social story may be made, with pictures of their new environment to reinforce what will stay the same and what will be different.

An information sharing meeting will take place between the teachers



Year 6-7 transition

The SENCO and/or class teacher will attend the primary/Secondary Transition day meeting to discuss specific need of your child and the nature and level of support which has had the most impact.

In some cases additional multi-agency meetings may be arranged to create a more detailed “transition” plan which may include more visits to the new school and/or additional visits from the new school.

More information about transition can be found by following the link below:


Staffing Expertise:


How skilled are staff in meeting the needs of my child?


An on going programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge in areas that will improve their teaching and support of children with SEN. Recent training has covered :

Deaf awareness training for teaching staff- Feb 2019

  • Harris Conference for all staff – attended October 2019
  • Diabetes and epi-pen training - March 2019


Our SENCO actively engages with local opportunities to share best practice and keep abreast of current local and national initiatives and policy to support pupils with SEN.


The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs.


We also have staff with specialised expertise and qualifications in school including:


Training for Pupils with Autism

Social skills training

Specialist dyslexic teaching

National award SEN qualification

Speech and Language Expertise

Emotional Literacy Support

Talking and Drawing



Who do I talk to if I am unhappy with my child’s support or progress?

In the first instance a meeting should be requested with the pupil’s class teacher.

After that either a discussion with the Assistant Principal in charge of that Key Stage and/or the Inclusion Manager would be appropriate.

Finally a meeting with the Vice Principal or Principal could be arranged.

If things continue to be unresolved an appointment to see the Governor who oversees special educational needs provision within the school could be arranged

Please see the complaints policy document for further information


FURTHER INFORMATION about support and services for pupils and their families can be found in:

Web link to: The Bromley Local Authority Local Offer

The Information, Advice and Support Service

The DfE Special educational needs and disability Code of Practice              






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